Refrigeration Principles and Systems
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1 The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999, FETAC now has responsibility for making awards previously made by NCVA. Module Descriptor Refrigeration Principles and Systems Level 6 L
2 Level 6 Module Descriptor Summary of Contents Introduction Module Title Module Code Level Credit Value Purpose Preferred Entry Level Special Requirements General Aims Units Specific Learning Outcomes Portfolio of Assessment Grading Individual Candidate Marking Sheets Module Results Summary Sheet Appendices Glossary of Assessment Techniques Assessment Principles Describes how the module functions as part of the national vocational certificate framework. Indicates the module content. This title appears on the learner s certificate. It can be used to download the module from the website An individual code is assigned to each module; a letter at the beginning denotes a vocational or general studies area under which the module is grouped and the first digit denotes its level within the national vocational certificate framework. Indicates where the module is placed in the national vocational certificate framework, from Level 3 to Level 6. Denotes the amount of credit that a learner accumulates on achievement of the module. Describes in summary what the learner will achieve on successfully completing the module and in what learning and vocational contexts the module has been developed. Where relevant, it lists what certification will be awarded by other certification agencies. Recommends the level of previous achievement or experience of the learner. Usually none but in some cases detail is provided here of specific learner or course provider requirements. There may also be reference to the minimum safety or skill requirements that learners must achieve prior to assessment. Describe in 3-5 statements the broad skills and knowledge learners will have achieved on successful completion of the module. Structure the learning outcomes; there may be no units. Describe in specific terms the knowledge and skills that learners will have achieved on successful completion of the module. Provides details on how the learning outcomes are to be assessed. Provides details of the grading system used. List the assessment criteria for each assessment technique and the marking system. Records the marks for each candidate in each assessment technique and in total. It is an important record for centres of their candidate s achievements. Can include approval forms for national governing bodies. Explains the types of assessment techniques used to assess standards. Describes the assessment principles that underpin FETAC approach to assessment.
3 Introduction A module is a statement of the standards to be achieved to gain an FETAC award. Candidates are assessed to establish whether they have achieved the required standards. Credit is awarded for each module successfully completed. The standards in a module are expressed principally in terms of specific learning outcomes, i.e. what the learner will be able to do on successful completion of the module. The other elements of the module - the purpose, general aims, assessment details and assessment criteria - combine with the learning outcomes to state the standards in a holistic way. While FETAC is responsible for setting the standards for certification in partnership with course providers and industry, it is the course providers who are responsible for the design of the learning programmes. The duration, content and delivery of learning programmes should be appropriate to the learners needs and interests, and should enable the learners to reach the standard as described in the modules. Modules may be delivered alone or integrated with other modules. The development of learners core skills is a key objective of vocational education and training. The opportunity to develop these skills may arise through a single module or a range of modules. The core skills include: taking initiative taking responsibility for one s own learning and progress problem solving applying theoretical knowledge in practical contexts being numerate and literate having information and communication technology skills sourcing and organising information effectively listening effectively communicating orally and in writing working effectively in group situations understanding health and safety issues reflecting on and evaluating quality of own learning and achievement. Course providers are encouraged to design programmes which enable learners to develop core skills.
4 1 Module Title Refrigeration Principles & Systems 2 Module Code L Level 6 4 Credit Value 1 credit 5 Purpose This module is a statement of the standards to be achieved to gain a FETAC credit in Refrigeration Principles & Systems at Level 6. The module is designed to enable the participant to gain an understanding and the necessary underpinning knowledge of the principles, functions, composition, layout and hazards of refrigeration systems 6 Preferred Entry Level 7 Special Requirements Level 4 Certificate, Leaving Certificate or equivalent qualifications and/or relevant life and work experiences. A Craft background in mechanical or electrical maintenance. 8 General Aims Learners who successfully complete this module will: 8.1 gain a working knowledge and understanding of refrigeration principles 8.2 be able to identify standard refrigeration plant components 8.3 understand the function of refrigeration plant components 8.4 be capable of interpreting schematic diagrams related to refrigeration plants 8.5 understand the properties of common refrigerants 8.6 be familiar with mechanical and electrical/electronic refrigerant flow controls 8.7 understand the function, construction, principle of operation and application of refrigeration operation and safety controls 8.8 acquire the theoretical knowledge to be able to locate and diagnose faults in refrigeration equipment and controls 1
5 8.9 be capable of maintaining the efficient operation of refrigeration plants 8.10 understand the Health and Safety Laws 8.11 be familiar with the implications of the Health and Safety Laws for the users of refrigeration plants and equipment 9 Units The specific learning outcomes are grouped into 6 units. Learners must complete all unite (1 6). Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Refrigeration Principles System Components Refrigeration Systems Refrigeration Properties Controls Health and Safety 10 Specific Learning Outcomes Unit 1 Refrigeration Principles Learners should be able to: explain the SI System (Systeme International d Unites) explain the fundamental physical, chemical and engineering terms and principles applicable to refrigeration distinguish between sensible heat, latent heat, and specific heat and describe their application in refrigeration explain what sub-cooling and superheating mean and state their relevance to refrigeration systems calculate the enthalpy of water and refrigerants at various temperatures Unit 2 System Components Learners should be able to: explain the function and principle of operation of compressors, condensers, metering, devices and evaporators describe the function, construction, application and principle of operation of a range of mechanical, electromechanical and electronic high-side and low-side system components describe the function, construction, application and principle of operation of the components in oil distribution systems 2
6 Unit 3 Refrigeration Systems Learners should be able to: explain the refrigeration vapour compression cycles of basic and direct staged systems read/interpret refrigerant circuit drawings illustrate, label and explain vapour compression and absorption refrigeration systems explain the function of primary and secondary refrigeration systems differentiate between packaged systems and site assembled systems identify the application and design of cascade refrigeration systems Unit 4 Refrigeration Properties Learners should be able to: identify common refrigerants by their designated number state the colour code for common refrigerants list the desirable properties of a refrigerant identify applications for the common refrigerants analyse a pressure temperature diagram use pressure enthalpy diagrams for the common refrigerants discuss the desirable properties of a refrigeration lubricant explain the types of lubrication state the safety requirements for handling refrigerants and lubricants 3
7 Unit 5 Controls Learners should be able to: define mechanical and electronic refrigerant flow controls describe the operation of pressure and temperature operated controls, solenoid valves, time clocks and motors explain the operation of six types of refrigeration flow control compare the various charged elements used on thermostatic expansion valves distinguish between refrigeration operating and safety controls explain the function and construction of refrigeration operating and safety controls outline the operation of safety and operating controls state the application of operating and safety controls state the importance of sensor/bulb location with controls Unit 6 Health & Safety Learners should be able to: outline the relevant Health & Safety regulations and laws, including the Safety, Health & Welfare at Work Act 1989 and 1992/1995 Regulations demonstrate knowledge of electric shock, prevention and treatment follow manufacturers instructions for safe handling and storage of refrigeration list the PPE needed to work with refrigerants state the hazards associated with pressurised vessels appreciate the hazards of refrigerant liquid burns state the dangers of working in temperatures below 6ºC explain the need for good housekeeping principles and practice 4
8 11 Portfolio of Assessment Please refer to the glossary of assessment techniques and the note on assessment principles at the end of this module descriptor. All assessment is carried out in accordance with FETAC regulations. Assessment is devised by the internal assessor, with external moderation by FETAC. Summary Examination (Practical) 40% Examination (Theory Based) 30% Skills Demonstration 30% 11.1 Examination (Practical) The internal assessor will devise a brief Practical Examination that assesses candidates mastery of specified practical skills demonstrated in a set period of time under restricted conditions. The examination will be based on specific learning outcomes from Units 10 to 6. The examination will be 2 hours in duration. The examination will be taken on completion of the module Examination (Theory Based) The internal assessor will devise a Theory Based examination that assesses candidates ability to recall and apply theory and understanding, requiring responses to a range of question types, including short answer and structured answer questions. These questions may be answered in different media such as in writing or orally. The examination will be based on specific learning outcomes from Unit 1 and Unit 4. The examination will be 1 hour in duration. The format of the examination will be as follows: There are 2 Sections, with 6 Short Answer Type questions in Section A, of which 5 questions must be answered and 2 Structured questions in Section B, of which 1 question must be answered. All Section A questions are allocated 4 marks (%). All Section B questions are allocated 10 marks (%). 5
9 11.3 Skills Demonstration In one or more skills demonstrations, candidates will be assessed in each of the following skill areas: Setting setpoint temperatures for different refrigeration systems Fitting a manifold gauge set to a refrigeration system Reading high and low system pressures using the manifold gauge set Using a digital thermometer and pipe probe to measure evaporator, suction and discharge superheating and liquid line subcooling Determining system operating temperatures, and drawing a labelled refrigeration cycle using a PH Chart Calculating Coefficient of performance (COP) using Pressure-Enthalpy (PH) Charts. Critical evaluation of correct refrigerant charge The skills may be assessed during the course of the module. The candidate will submit a written report as part of the assessment. 12 Grading Pass 50-64% Merit 65-79% Distinction % 6
10 Individual Candidate Marking Sheet No. 1 Refrigeration Principles & Systems L31903 Examination Practical 40% Candidate Name: PPSN: Centre: Centre No.: Assessment Criteria Maximum Mark Candidate Mark TOTAL MARKS This mark should be transferred to the Module Results Summary Sheet 40 Internal Assessor s Signature: Date: External Authenticator s Signature: Date: 7
11 Individual Candidate Marking Sheet No. 2 Refrigeration Principles & Systems L31903 Examination Theory - Based 30% Candidate Name: PPSN: Centre: Centre No.: Assessment Criteria Maximum Mark Candidate Mark TOTAL MARKS This mark should be transferred to the Module Results Summary Sheet 30 Internal Assessor s Signature: Date: External Authenticator s Signature: Date: 8
12 Individual Candidate Marking Sheet No. 3 Refrigeration Principles & Systems L31903 Skills Demonstration 30% Candidate Name: PPSN: Centre: Centre No.: Assessment Criteria Maximum Mark Candidate Mark TOTAL MARKS This mark should be transferred to the Module Results Summary Sheet Internal Assessor s Signature: Date: External Authenticator s Signature: Date: 9
13 FETAC Module Results Summary Sheet Module Title: Refrigeration Principles & Systems Module Code: L31903 Candidate Surname Mark Sheet Mark Sheet Assessment Marking Sheets 1 2 Maximum Marks per Marking Sheet 40% 30% 30% Candidate Forename Mark Sheet 3 Total 100% Grade* Signed: Internal Assessor: Date: This sheet is for internal assessors to record the overall marks of individual candidates. It should be retained in the centre. The marks awarded should be transferred to the official FETAC Module Results Sheet issued to centres before the visit of the external Authenticator. Grade* D: % M: 65-79% P: 50-64% U: 0-49% W: candidates entered who did not present for assessment 10
14 Glossary of Assessment Techniques Assignment An exercise carried out in response to a brief with specific guidelines and usually of short duration. Each assignment is based on a brief provided by the internal assessor. The brief includes specific guidelines for candidates. The assignment is carried out over a period of time specified by the internal assessor. Assignments may be specified as an oral presentation, case study, observations, or have a detailed title such as audition piece, health fitness plan or vocational area profile. Collection of Work A collection and/or selection of pieces of work produced by candidates over a period of time that demonstrates the mastery of skills. Using guidelines provided by the internal assessor, candidates compile a collection of their own work. The collection of work demonstrates evidence of a range of specific learning outcomes or skills. The evidence may be produced in a range of conditions, such as in the learning environment, in a role play exercise, or in real-life/work situations. This body of work may be self-generated rather than carried out in response to a specific assignment e.g. art work, engineering work etc Examination A means of assessing a candidate s ability to recall and apply skills, knowledge and understanding within a set period of time (time constrained) and under clearly specified conditions. Examinations may be: practical, assessing the mastery of specified practical skills demonstrated in a set period of time under restricted conditions oral, testing ability to speak effectively in the vernacular or other languages interview-style, assessing learning through verbal questioning, on one-to-one/group basis aural, testing listening and interpretation skills theory-based, assessing the candidate s ability to recall and apply theory, requiring responses to a range of question types, such as objective, short answer, structured, essay. These questions may be answered in different media such as in writing, orally etc. Learner Record A self-reported record by an individual, in which he/she describes specific learning experiences, activities, responses, skills acquired. Candidates compile a personal logbook/journal/diary/daily diary/ record/laboratory notebook/sketch book. The logbook/journal/diary/daily diary/record/laboratory notebook/sketch book should cover specified aspects of the learner s experience.
15 Project A substantial individual or group response to a brief with guidelines, usually carried out over a period of time. Projects may involve: research requiring individual/group investigation of a topic process e.g. design, performance, production of an artefact/event Projects will be based on a brief provided by the internal assessor or negotiated by the candidate with the internal assessor. The brief will include broad guidelines for the candidate. The work will be carried out over a specified period of time. Projects may be undertaken as a group or collaborative project; however the individual contribution of each candidate must be clearly identified. The project will enable the candidate to demonstrate: (some of these about 2-4) understanding and application of concepts in (specify area) use/selection of relevant research/survey techniques, sources of information, referencing, bibliography ability to analyse, evaluate, draw conclusions, make recommendations understanding of process/planning implementation and review skills/ planning and time management skills ability to implement/produce/make/construct/perform mastery of tools and techniques design/creativity/problem-solving/evaluation skills presentation/display skills team working/co-operation/participation skills. Skills Demonstration Assessment of mastery of specified practical, organisational and/or interpersonal skills. These skills are assessed at any time throughout the learning process by the internal assessor/another qualified person in the centre for whom the candidate undertakes relevant tasks. The skills may be demonstrated in a range of conditions, such as in the learning environment, in a role-play exercise, or in a real-life/work situation. The candidate may submit a written report/supporting documentation as part of the assessment. Examples of skills: laboratory skills, computer skills, coaching skills, interpersonal skills.
16 FETAC Assessment Principles 1 Assessment is regarded as an integral part of the learning process. 2 All FETAC assessment is criterion referenced. Each assessment technique has assessment criteria which detail the range of marks to be awarded for specific standards of knowledge, skills and competence demonstrated by candidates. 3 The mode of assessment is generally local i.e. the assessment techniques are devised and implemented by internal assessors in centres. 4 Assessment techniques in FETAC modules are valid in that they test a range of appropriate learning outcomes. 5 The reliability of assessment techniques is facilitated by providing support for assessors. 6 Arising from an extensive consultation process, each FETAC module describes what is considered to be an optimum approach to assessment. When the necessary procedures are in place, it will be possible for assessors to use other forms of assessment, provided they are demonstrated to be valid and reliable. 7 To enable all learners to demonstrate that they have reached the required standard, candidate evidence may be submitted in written, oral, visual, multimedia or other format as appropriate to the learning outcomes. 8 Assessment of a number of modules may be integrated, provided the separate criteria for each module are met. 9 Group or team work may form part of the assessment of a module, provided each candidate s achievement is separately assessed.
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